Kindergarten to Grade 6
Waverley teachers in Kindergarten through Grade 3 will coordinate and implement an Early Literacy Program that will utilize Guided Reading, Guided Writing, Home Reading, and Word Strategies (spelling and phonics) to foster reading and writing skills. Resources will be in place to facilitate implementation, and professional development activities will be made available to support the program. This initiative will include Leveled Literacy Instruction and Middle Years Literacy Instruction.
Leveled Literacy Instruction (LLI)
Students in Grades 2 and 3 who are struggling with basic reading skills may participate in the Leveled Reading Instruction designed to build fluent decoding skills and an interactive style of comprehension which encourages using reading as means of building knowledge. The goal of this program is to prepare students for the kind of reading skills required as they enter the Division II grades of 4, 5 and 6.
Middle Years Literacy Instruction (MYLI)
Teachers in Grade 4 through Grade 6 will coordinate with the earlier grades to build a Middle Years Literacy Program that will continue to utilize Guided Reading, Guided Writing, Home Reading, and Word Strategies (spelling and phonics) to foster reading and writing skills for building knowledge and skills across subjects. Resources will be in place to facilitate implementation, and professional development activities will be made available to support the program. This initiative will include The Middle Years Literacy Intervention program (MYLI) for students who may still have difficulties because of individual needs or challenges.
French As A Second Language
This program is offered to students in Grades 4 to 6. Instruction in French consists of forty-minute lessons three times a week. Students, who are experiencing exceptional difficulty in English instruction, may be exempt from French and will receive remedial help or MYLI instruction during this time.
The music program includes choral, music reading, music appreciation, and instrumental – such as percussion, Orff, recorder, ukulele, and bells. There are opportunities for students to perform for their classmates during school assemblies held throughout the year. Special events during the year usually include several sing-a-long assemblies, a Christmas concert, and a talent show.
Handbell ringing involves students in Grades 4, 5, and 6. Interested students are screened by the music teacher. The program provides an additional opportunity for those selected to learn the art of handbell ringing, basic music theory as well as a variety of songs. Practices are held once a week. Usually two or three weeks prior to a performance, extra practices are called in the morning prior to school.
Information Centre (Library)
The computerized library plays an important part in the education of your child.
Children should find the library a center of learning and discovery by reading, listening, and viewing. In addition, staff relies on the library to provide materials required to meet the demands of the curriculum.
Soundfield Amplification Systems
All classrooms are outfitted with a Soundfield Amplification System to ensure an optimal listening environment. The teacher or person speaking to the class will wear a microphone and their voice will be transmitted evenly about the classroom. This will guarantee that all students hear regardless of proximity to teacher. We believe that this will have a profound affect on student learning.
Monthly Assemblies and Special Events
School spirit, special events, and celebration of student successes and achievement are wonderful reasons to host monthly assemblies. The assemblies are usually held at the end of each month and times and dates will be posted on SchoolZone. Parents will be notified in advance if their child is to be recognized at the monthly assembly.
Inclusive Learning provides psychological, clinical reading, and social work services to students in Edmonton Public Schools. Their primary function is to help parents and teachers deal effectively with physical, psychological, academic, or social problems which may hinder student well-being and achievement. Students are referred to Inclusive Learning through the principal, or teachers. Parents are notified of referrals and results of testing. The principal works closely with specialists.